Ser profesor novel: experiencias y dificultades en la práctica durante sus primeros años de servicio

Abstract

The following degree work is a quantitative research with the aim of understanding the experiences and difficulties that encompass novice teachers’ shock, when they face their first years of service, in order to support the need of an accompaniment during the first years. An intensive analysis, through qualitative studies, was carried out about concepts such as novice teaching, its insertion and the shock about the true reality. Furthermore, a semistructured interview was applied based on eight open questions, not dichotomous questions, and a sociodemographic questionnaire Ad-hoc. The methodology applied was a quantitative approach, cross-section, with a descriptive and exploratory scope. The sample was conformed by ten novice teachers who have started to work with their first four years in public and private institutions in Azuay province. Among the main research results, it was concluded that novice teachers don’t count on a reliable nor suitable accompaniment. Aside, teachers’ experiences have been negative at that stage. Besides, the reality shock is set up in gaps between what was learned and how to act, the teacher-students-parents relationship, and micro curriculum management. Locally, novice teachers' accompaniments are implemented; however, it is not reported what needs have been instructed.